Observation/Reflection #1: Starting From the Beginning
How a teacher greets students, takes care of logistics, and begins his or her lessons is CRUCIAL! During this observation, focus on how class begins. Where is your CT before class begins? What is he or she doing? Using the clock on the wall, determine when your CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson? Is the approach your CT used during this lesson consistent with what you read in "Teach Like a Pirate."
Observation: This past week I observed Dr. Robyn Pothier at Coventry High School. During my time at the school I observed two tenth grade chemistry classes. She began each period by standing outside of her classroom for hallway duty. When students entered the classroom, she would greet them. Then, they would take their seats and wait for class to begin. After passing time ended, Dr. Pothier would greet the class and provide a brief summary of what was covered in the last class. On the day that I visited, both classes were learning about the classification of matter. Dr. Pothier began a flow chart on the board and used real-world examples with explanation and guiding questions to help students develop the chart. Then, the previous night's homework, a review sheet, was used as an essential component of a class review game. Students could not help their team score points unless they had completed the sheet. The answers from the sheet were used as answers to the game. Students became engaged in the lesson when they found out they would be playing a review game. Many were then glad that they had done their homework.
Reflection: I found that the homework-dependent review game was a very interesting way to get students to both complete their assigned homework and become excited about the lesson. During this game, Dr. Pothier showed her passion and enthusiasm for science content, a key element of "Teach Like a Pirate." The way that she used the in-class game also allowed her to show her passion for teaching. When greeting and joking with her students, Dr. P. was building rapport with them. I was very impressed with her ability to learn the names and personalities of her students within just a few weeks of school. Her methods are consistent with the recommendations made by "Teach Like a Pirate," although not as dramatized as in the book. Dr. P.'s teaching strategies are clearly based on developing quality relationships with both individual students and entire classes.
Observation/Reflection #1: Starting From the Beginning
How a teacher greets students, takes care of logistics, and begins his or her lessons is CRUCIAL! During this observation, focus on how class begins. Where is your CT before class begins? What is he or she doing? Using the clock on the wall, determine when your CT establishes order and begins class. How did she/he start their lesson? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson? Is the approach your CT used during this lesson consistent with what you read in "Teach Like a Pirate."Observation: This past week I observed Dr. Robyn Pothier at Coventry High School. During my time at the school I observed two tenth grade chemistry classes. She began each period by standing outside of her classroom for hallway duty. When students entered the classroom, she would greet them. Then, they would take their seats and wait for class to begin. After passing time ended, Dr. Pothier would greet the class and provide a brief summary of what was covered in the last class. On the day that I visited, both classes were learning about the classification of matter. Dr. Pothier began a flow chart on the board and used real-world examples with explanation and guiding questions to help students develop the chart. Then, the previous night's homework, a review sheet, was used as an essential component of a class review game. Students could not help their team score points unless they had completed the sheet. The answers from the sheet were used as answers to the game. Students became engaged in the lesson when they found out they would be playing a review game. Many were then glad that they had done their homework.
Reflection: I found that the homework-dependent review game was a very interesting way to get students to both complete their assigned homework and become excited about the lesson. During this game, Dr. Pothier showed her passion and enthusiasm for science content, a key element of "Teach Like a Pirate." The way that she used the in-class game also allowed her to show her passion for teaching. When greeting and joking with her students, Dr. P. was building rapport with them. I was very impressed with her ability to learn the names and personalities of her students within just a few weeks of school. Her methods are consistent with the recommendations made by "Teach Like a Pirate," although not as dramatized as in the book. Dr. P.'s teaching strategies are clearly based on developing quality relationships with both individual students and entire classes.